Pedagogical Leadership Strategies

Managing Professional LearningApril 27TH , 2011

DAY 13By Gioko Anthony

05/05/23 04:52 PM

05/05/23 04:52 PM

What is your interpretation of the cartoon Illustration

"NEVER DOUBT THAT A SMALL "NEVER DOUBT THAT A SMALL GROUP OF THOUGHTFUL, GROUP OF THOUGHTFUL, COMMITTED PEOPLE CAN COMMITTED PEOPLE CAN

CHANGE THE WORLD, INDEED, IT CHANGE THE WORLD, INDEED, IT IS THE ONLY THING THAT EVER IS THE ONLY THING THAT EVER

HAS!" HAS!" 05/05/23 04:52 PM

Margaret MeadeMargaret Meade

Session Learning OpportunitiesSession Learning Opportunities

• By the end of session CPs should be able to:By the end of session CPs should be able to:• Define the term ‘professional learning’Define the term ‘professional learning’• Identify forms of professional learning Identify forms of professional learning

activities and determine their suitability for activities and determine their suitability for our schoolsour schools

• Explore possible ways they can provide Explore possible ways they can provide pedagogical leadership in our schools through pedagogical leadership in our schools through effective professional learning programmeseffective professional learning programmes

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Professional Professional learning?learning?

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What isWhat is

Professional learningProfessional learning• The process of acquisition of knowledge, The process of acquisition of knowledge,

understanding, skills and abilities that enable understanding, skills and abilities that enable teachers to improve their practiceteachers to improve their practice

• Teachers are in-serviced through various Teachers are in-serviced through various courses e.g. workshops / seminars / short courses e.g. workshops / seminars / short courses to improve their knowledge and courses to improve their knowledge and teaching skills teaching skills

• PL can be provided within (school-based) or PL can be provided within (school-based) or outside the school (off-site)outside the school (off-site)

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Think-Pair-ShareThink-Pair-Share• What forms of Professional What forms of Professional

learning are available in your learning are available in your schools?schools?

• How beneficial are they to How beneficial are they to teachers?teachers?

• What are their shortcomings?What are their shortcomings?05/05/23 04:52 PM

Common PL Activities in SchoolsCommon PL Activities in Schools

• Seminars/WebinarsSeminars/Webinars• WorkshopsWorkshops• Team teachingTeam teaching• Buddy/Peer coaching/MentoringBuddy/Peer coaching/Mentoring• TriadsTriads• Lesson StudyLesson Study05/05/23 04:52 PM

SeminarsSeminars

• Verbal presentation of a topic by a speaker on Verbal presentation of a topic by a speaker on a topic in which they have in-depth knowledge a topic in which they have in-depth knowledge or experienceor experience

• Power point presentations may be usedPower point presentations may be used• Handouts may also be given out to the Handouts may also be given out to the

audienceaudience• A topic can be fully explored/developed and A topic can be fully explored/developed and

large content deliveredlarge content delivered05/05/23 04:52 PM

Limitation of seminarsLimitation of seminars• Audience are passive participants Audience are passive participants

except for questions they may except for questions they may ask at the end of the seminarask at the end of the seminar

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WebinarsWebinars• Online presentation of a topic by a speaker on Online presentation of a topic by a speaker on

a topic in which they have in-depth a topic in which they have in-depth knowledge or experienceknowledge or experience

• Power point presentations may be usedPower point presentations may be used• Handouts may also be accessed by the Handouts may also be accessed by the

audienceaudience• A topic can be fully explored/developed and A topic can be fully explored/developed and

large content deliveredlarge content delivered05/05/23 04:52 PM

Limitation of Limitation of seminarsseminars

• Audience are passive Audience are passive participants except for participants except for questions they may ask at questions they may ask at the end of the webinarthe end of the webinar

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WorkshopWorkshop• Involves teachers working in small groups (4-Involves teachers working in small groups (4-

5) on a practical activity leading to a product 5) on a practical activity leading to a product e.g. a teaching resource or teaching strategye.g. a teaching resource or teaching strategy

• Brief presentation is done followed by ‘hands Brief presentation is done followed by ‘hands – on activity’ by the teachers– on activity’ by the teachers

• Groups present their products or make Groups present their products or make presentations of their work as a grouppresentations of their work as a group

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AdvantageAdvantage• Teachers are actively involved and learning is Teachers are actively involved and learning is

experientialexperiential• Products of the workshop can be used as Products of the workshop can be used as

teaching resource in the schoolteaching resource in the schoolDisadvantageDisadvantage• Time consuming for detailed planningTime consuming for detailed planning• Where items are used they may be expensiveWhere items are used they may be expensive05/05/23 04:52 PM

Workshop-XsticsWorkshop-Xstics

TEAM TEACHINGTEAM TEACHING

• Involves teachers working in small groups (4-Involves teachers working in small groups (4-5) on a practical activity leading to a product 5) on a practical activity leading to a product e.g. a teaching resource or teaching strategye.g. a teaching resource or teaching strategy

• Brief presentation is done followed by ‘hands Brief presentation is done followed by ‘hands – on activity’ by the teachers– on activity’ by the teachers

• Groups present their products or make Groups present their products or make presentations of their work as a grouppresentations of their work as a group

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AdvantagesAdvantages• Teachers are actively involved and learning is Teachers are actively involved and learning is

experientialexperiential• Products of the workshop can be used as Products of the workshop can be used as

teaching resource in the schoolteaching resource in the schoolDisadvantageDisadvantage• Time consuming for detailed planningTime consuming for detailed planning• Where items are used they may be expensiveWhere items are used they may be expensive

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TEAM TEACHINGTEAM TEACHING

BUDDY/PEER COACHINGBUDDY/PEER COACHING• Involves teachers working in small groups (4-Involves teachers working in small groups (4-

5) on a practical activity leading to a product 5) on a practical activity leading to a product e.g. a teaching resource or teaching strategye.g. a teaching resource or teaching strategy

• Brief presentation is done followed by ‘hands Brief presentation is done followed by ‘hands – on activity’ by the teachers– on activity’ by the teachers

• Groups present their products or make Groups present their products or make presentations of their work as a grouppresentations of their work as a group

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• AdvantageAdvantage• Teachers are actively involved and learning is Teachers are actively involved and learning is

experientialexperiential• Products of the workshop can be used as Products of the workshop can be used as

teaching resource in the schoolteaching resource in the schoolDisadvantageDisadvantage• Time consuming for detailed planningTime consuming for detailed planning• Where items are used they may be expensiveWhere items are used they may be expensive

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BUDDY/PEER COACHINGBUDDY/PEER COACHING

TRIADSTRIADS

• Involves teachers working in groups of Involves teachers working in groups of three.three.

• They are involved in sharing issues in They are involved in sharing issues in their learning they visit each other their learning they visit each other classes and learn from each other.classes and learn from each other.

• They share good practice and track They share good practice and track each others practice. each others practice.

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AdvantageAdvantage• Teachers are actively involved and learning is Teachers are actively involved and learning is

experiential and cordialexperiential and cordial• There is elements of safe environments to take There is elements of safe environments to take

risksrisksDisadvantageDisadvantage• Common time might not be available.Common time might not be available.• Bonding in the triads.Bonding in the triads.• Divergent focus Divergent focus

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TRIADS XstictsTRIADS Xsticts

LESSON STUDYLESSON STUDY

• A teacher looks through their lesson A teacher looks through their lesson and they evaluate its effectiveness.and they evaluate its effectiveness.

• They review the lesson and try to They review the lesson and try to improve the lesson presentation.improve the lesson presentation.

• They track the improvement of the They track the improvement of the lesson.lesson.

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AdvantagesAdvantages• Allows the teacher to evaluate their teaching.Allows the teacher to evaluate their teaching.• Allow the teacher to improve their lesson.Allow the teacher to improve their lesson.• Provides autonomy to the teacherProvides autonomy to the teacherDisadvantageDisadvantage• Needs self disciplineNeeds self discipline• Time consumingTime consuming

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LESSON STUDY XsticsLESSON STUDY Xstics

Why are PD’s INEFFECTIVEWhy are PD’s INEFFECTIVE

• Discuss in your Groups-10 minutesDiscuss in your Groups-10 minutes• Each group to present 3 minutesEach group to present 3 minutes

– Value AddedValue Added– Relevant Relevant – TimelyTimely– ContinuousContinuous– ContextualContextual– ProgressiveProgressive

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Why are PD’s INEFFECTIVEWhy are PD’s INEFFECTIVE

• Presentations Presentations –Value Added -3 minutesValue Added -3 minutes–Relevant -3 minutesRelevant -3 minutes–Timely -3 minutesTimely -3 minutes–Continuous -3 minutesContinuous -3 minutes–Contextual -3 minutesContextual -3 minutes

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Causes of Ineffective Causes of Ineffective PL programsPL programs

• One-short session with no follow-upOne-short session with no follow-up• Irrelevant topics – teacher’ needs not Irrelevant topics – teacher’ needs not

consideredconsidered• Infrequent evaluation – lack of feedbackInfrequent evaluation – lack of feedback• Lack of conceptual basis for planning and Lack of conceptual basis for planning and

implementing the programimplementing the program• Programs arranged on presenter availability not Programs arranged on presenter availability not

because of demandbecause of demand05/05/23 04:52 PM

How?How? do we make our do we make our

PL PL

EFFECTIVEEFFECTIVE05/05/23 04:52 PM

Principles of effective Principles of effective PL ProgramsPL Programs

• A clear focus on learners and learningA clear focus on learners and learning• Emphasis on individual and organizational Emphasis on individual and organizational

changechange• Small changes guided by a grand vision Small changes guided by a grand vision

–’think big but start small’–’think big but start small’• Ongoing PL embedded in school culture Ongoing PL embedded in school culture

and structureand structure05/05/23 04:52 PM

SOME KEY ASPECTS SOME KEY ASPECTS TO CONSIDERTO CONSIDER

• Selection Who? Goes Where?Selection Who? Goes Where?• Tracking PDTracking PD• ROI ROI • Participation in workshopParticipation in workshop• Link it to AppraisalLink it to Appraisal

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ImportantImportant • Monitoring, evaluation and follow-up are Monitoring, evaluation and follow-up are

important in all teacher learning activitiesimportant in all teacher learning activities• Evaluation is both short term and long term Evaluation is both short term and long term • Impact of the activity should be on classroom Impact of the activity should be on classroom

teachers’ practice and on student learning teachers’ practice and on student learning• There should be classroom observation by There should be classroom observation by

Headteachers to see implementationHeadteachers to see implementation

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In a NUT-SHELLIn a NUT-SHELL

• Professional support to teachers via PD is Professional support to teachers via PD is critical in schools critical in schools

• Literature on school improvement Literature on school improvement emphasizes PL as the most significant emphasizes PL as the most significant support Headteacher's give teachers support Headteacher's give teachers (Barth , (Barth , 1990, Fullan 1992, Hopkin, 2003)1990, Fullan 1992, Hopkin, 2003)

• Remember it is one of the strategies to Remember it is one of the strategies to motivate and manage Human Resourcemotivate and manage Human Resource

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Session ObjectiveSession Objective

• By the end of session CPs should be able to:By the end of session CPs should be able to:• Define the term ‘professional learning’Define the term ‘professional learning’• Identify forms of professional learning Identify forms of professional learning

activities and determine their suitability for activities and determine their suitability for their schoolstheir schools

• Explore possible ways they can provide Explore possible ways they can provide pedagogical leadership in their schools pedagogical leadership in their schools through effective professional learning through effective professional learning programmesprogrammes

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Thank you

May the professional learning sessions be

effective in our schools

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